Strong Tower Pre-School limited

Inspection of Strong Tower Pre-School limited Holy Trinity Church, Trinity Road, Luton LU3 1TS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Friendly, nurturing staff greet children warmly as they enter the pre-school. Their attention to understanding each child enables staff to offer children pertinent support and activities. This plays a significant part in helping children to settle quickly. Children emulate staff's positive, animated attitudes, approaching activities confidently and enthusiastically. For example, children concentrate as they use craft materials to make model caterpillars. Staff encourage children's independence as they demonstrate possible methods to make the caterpillar body, and children persevere until they achieve the desired shape. This positive environment supports children in gaining the skills that underpin their learning.

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The provision is good

Children mirror the excellent example set by staff and are kind, caring and respectful. They readily share the resources and, with sensitive support, are learning to resolve minor disputes. Staff's ongoing explanations support children in understanding how to keep themselves safe, for example, when using outdoor play equipment. Staff also work sensitively with children to help them respect their bodies and to know how to ask for help if they are upset or worried. Children have many daily opportunities that support their understanding of healthy practices. For example, when using the role-play shop, they talk about healthy eating and how we use shower gel to keep clean.

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need to do better?

n Staff report that they feel valued and supported. They demonstrate a genuine enjoyment of their work and are committed to the continuous review and development of the pre-school. Practical supervision and the regular sharing of ideas support staff in developing their practice. n Staff combine their good knowledge of each child with their practical understanding of the pre-school's curriculum. This enables them to understand what children are learning and offer them interesting activities that build logically on this. Robust monitoring supports staff in checking that all children are making good progress. Staff make good use of additional funding to promote children's learning, for example, through the provision of further resources. n Good staff interaction when reading and easy access to an interesting variety of books successfully support children in developing a love of books. Staff capture children's attention and they become engrossed in group stories. For example,

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need to do better?

they readily remember that the author writes the story and the illustrator draws the pictures. They eagerly re-tell stories, correctly sequencing the events. n Staff support children well in developing their language and communication skills, making good use of opportunities throughout the session. For example, during group time, children breathe in and out and remember they are breathing in 'oxygen'. They join in eagerly with action rhymes that aid them in extending

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need to do better?

19 May 2025 their vocabulary. They think carefully as they remember opposites, such as 'short and tall' and 'fast and slow'. n Thoughtful daily practice and planning means children participate in new experiences and have practical opportunities to learn about local and national principles. For instance, on a visit to the Houses of Parliament, children learn about government and how decisions are made. They transfer and reinforce this knowledge on their return. For example, they recognise different views and use a voting system to help make decisions, such as which toys to put out. n Children with special educational needs and/or disabilities are well supported by the staff team and this is a key strength of this setting. Staff work closely with parents and other professionals. This enables them to build a comprehensive understanding of children's needs and to implement strategies and pertinent play opportunities that support children in making the best progress from their

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need to do better?

starting points. n Activities are linked to children's interests and needs and are usually well planned. However, on occasion, adult-led activities are very structured and do not offer children the full range of opportunities to experiment and express their creativity. n Parents speak highly of the pre-school, particularly noting that staff are always friendly and helpful. Staff communicate well with parents and support them in building on their children's learning. For example, they lend resources and provide ideas and simple activities to try at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n build on the already good practice, extending the opportunities that support children in experimenting and expressing their creativity, particularly during adult-led activities.

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Setting details

Unique reference number 2724473 Local authority Luton Inspection number 10394476 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 33 Number of children on roll 22 Name of registered person Strong Tower Pre-school Limited

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reference number

Telephone number 07950132777 Date of previous inspection Not applicable

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Information about this early years setting

Strong Tower Pre-School limited registered in 2023. The pre-school employs six members of childcare staff, all of whom hold appropriate childcare qualifications at level 3 or above. The pre-school opens from 9am to 3pm, Monday to Friday during term time. It provides government funded early years education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager (who is also the pre-school owner) joined the inspector on a learning walk and talked about their curriculum and what they want the children to learn. n The inspector observed staff interaction with children during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed two joint observations with the manager. n Meetings were held between the inspector and the manager. The inspector looked at relevant documentation and saw evidence of the suitability of staff. n The inspector held discussions with staff, children and parents at appropriate times during the inspection and took account of their views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

19 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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